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Rutu Roadmap Mother Tongue Education

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There is overwhelming evidence that bilingual children perform better, gain more self-confidence and learn the school language faster when their mother tongues are included in the classroom. The UN has encouraged mother tongue based instruction as best practice since the 1950s. Yet, implementation is rare. The result is lost opportunities, wasted talent, marginalisation, ignorance, as well as massive and growing inequality.

Generations of people grow up failed by their education systems from day one. A systematic human rights failure which is likely to continue unabated unless we act now.

The Rutu Roadmap: we believe that it is time for mother tongue based multilingual education becoming the norm, rather than the exception. This roadmap contains our plan on how to achieve this mission.

Published in: Education

Rutu Roadmap Mother Tongue Education

  1. 1. Making MotherTongue Education the Norm Ellen-Rose Kambel & Rahzeb Choudhury, Sep 2015 Rutu Foundation 2016-2020 www.rutufoundation.org
  2. 2. 2| We ignore a world of languages at our peril Clearly, not.And yet, this is reality for children in every corner of the world. Worldwide there are some 7000 mother tongues.While the UN has encouraged mother tongue based instruction since the 1950s, implementation is rare.The result is lost opportunities, wasted talent, marginalisation, exploitation, ignorance, as well as massive and growing inequality. Just imagine it’s your first day at school and the teachers speak an unfamiliar language and learning materials are in a foreign language. Just imagine how difficult it would be to stay motivated and keep up. Would this seem fair to you? Does this represent equality of opportunity to you? This has been a systematic human rights failure. Generations of people grow up failed by their education systems from day one. A failure of pandemic proportions, hundreds of millions of children cheated daily.Going back generations and likely to continue unabated unless we act now. Respect for cultural and linguistic diversity is a source for global unity.
  3. 3. 3| TargetAudiences This plan is intended to inform and inspire the Rutu team, our partners, donor organisations, family foundations and corporate social responsibility departments.
  4. 4. 4| Outline 5 7 16 25 31 page page page page Vision&Mission Mother Tongue Education Community& CapacityBuilding Programmes & Projects Communications& Advocacy page 41 page Team 39 page Funding&Budget The Rutu Foundation Roadmap to ensure MotherTongue Education is the standard practice globally 46 page Engage
  5. 5. 5| Vision & Mission
  6. 6. 6| Vision and Mission while cultivating the circumstances required for a sustainable future for mother tongue education. We aim to create a Global Fund for the Revitalization of Indigenous Languages and Cultures, within the next five years. We envision that Mother Tongue Education is the standard practice globally. Our immediate mission is to significantly increase the size and significance of the mother tongue education domain within five years,
  7. 7. 7| Chapter Title Background Bestpractice Misconceptions Indigenouschildren Mother Tongue Education MigrantChildren Creatingaplatform
  8. 8. 8| Background considerations can be overcome. We would need to vigorously communicate the case, build community and capacity, and support implementation, ensuring best practices are applied. Unlike other education industry- domains, such as e-learning, mother tongue education lacks investment and resourcing. In this document we articulate a vision, and then lay out a plan to operationalize a multi-year strategy to fulfil the promise of mother tongue education for hundreds of millions of children worldwide. There is persuasive evidence to demonstrate the benefits of mother tongue education. Sixty years after the UN recognised mother tongue education as best practice and began encouraging its use, case after case demonstrates the wide-ranging potential. Yet there is little will globally to implement such curricula.To help change the tide Rutu would need to address misconceptions, generate political will, and show practical
  9. 9. 9| Mother tongue alongside the official language Children learn best in their mother tongue. Children’s ability to learn a second (official) language does not suffer. In fact literacy in a mother tongue lays the cognitive and linguistic foundation for learning new languages. Learning in their mother tongue during primary and secondary school, children become literate in the official language quickly, emerging as fully bi/multilingual learners in secondary school. More importantly: their self- confidence grows, they remain interested in learning, they stay in school longer, and stand a greater chance of fulfilling their educational potential. Enabling them to make greater contributions to the society in which they live. Research has shown that six to eight years of mother tongue education is required. The first teachers are actually the family.There is much that can be done to encourage mother tongue education at home. None of this insight is new, and yet globally there is abject failure in policy-making, practice and outcomes. Wepropose toinitiateand facilitate the creation ofeasyto accessanddigestbestpractice guidelinesonhowtoimplement mothertongue education.
  10. 10. 10| Misconceptions The most common misconception is that mother tongue education threatens national unity – the assimilatory idea of one people, one language, one nation. Policy-makers are influenced by political, social and practical considerations.Questions are raised around resourcing, number of languages, lack of orthographies, teacher training and which subjects should be included. The role of international donors, relationships with former colonisers and the expectations of parents, are all crucial factors affecting whether or not investment is made in mother tongue education. It is beyond our organisational scope to question ideas around national unity, however we notice that mother tongues co-exist with official languages in societies worldwide. This reality seems likely to continue so long as migration continues. Examples of well-planned multilingual mother tongue based programmes demonstrate that it is entirely feasible to overcome the practical challenges often highlighted as show stoppers. Yet around the globe at local, regional and national level it is rare to find the political will necessary to apply best practices. Wepropose tovigorously collate andcommunicate theevidence demonstrating the factsabout mothertongue education.
  11. 11. 11| Indigenous Children territories due to large scale resource exploitation, discrimination and marginalization. In most cases, indigenous children are denied a quality education which prepares them for the challenges of modern life while giving them the option to express their right to self- determination and build their communities in accordance with their own world vision and values. Mother tongue education is recognised as a human right for indigenous peoples, but remains elusive as there are few trained bilingual teachers and bilingual materials. There are some 300 million indigenous people worldwide, who, while culturally distinct, share a deep and unique connection with their territories. A connection which expresses itself in a wealth of knowledge about ecosystems and how to manage them sustainably. Indigenous peoples also share a history of colonization, loss of their
  12. 12. 12| Indigenous youth are particularly vulnerable. Losing the language and knowledge means that they lose the connection with their ancestors, while being denied access to modern society as many fall victim to substance abuse, violence and suicide when they migrate to the cities. Contrary to popular belief that young indigenous people are not interested in their own culture, there is an increasing number of indigenous youth who are involved in learning about and preserving their heritage. They organize lessons for children in their mother tongue, they learn how to weave baskets and make a business selling modern designs. But it is an uphill struggle, they must deal with discrimination and derision, from mainstream society as well as their own, and without further support, they may be discouraged and give up. By bringing them together, they may get inspired and feel empowered to continue their efforts. Wepropose tocreate connectand increasecapacity andmorale among mothertongue education initiatives worldwide.
  13. 13. 13| Since the 1950s a compelling body of evidence has been accumulated to demonstrate that supporting children in their mother languages in school leads to better educational and social outcomes, including better and faster learning of the main language of host countries. Yet, examples of bilingual or multilingual curricula, leveraging the benefits of mother tongue support, are few and far between. Instead emphasis has been placed on ensuring that migrant children master the official language to the detriment of their home languages. As a result, millions of children are following lessons in a language they do not speak at home and there continues to be a large gap between educational results of many migrant children, both first and second generation, and those of their native peers. The fact is that multilingual classrooms are the reality today, especially in urban areas. In the past 10-15 years, new approaches have emerged in Canada, the US and across Europe, which demonstrate that it is entirely feasible to overcome the practical challenges to multilingual education that are often highlighted as show stoppers. With exciting results: students’ self- confidence grows, they remain interested in learning, they develop multilingual abilities, stay in school longer, and stand a greater chance of fulfilling their educational potential. Enabling them to make greater contributions to the societies in which they live. Wepropose tocreateanannual program ofeventstobringtogether pioneerstoexchangeandshare experiencesandthencommunicate theoutcomes withdynamism. Migrant Children
  14. 14. 14| Time to step forward and create a platform for mother tongue education From inception in 2011, Rutu has favoured a bottom-up approach: developing mother tongue learning materials and teacher training with parents, teachers and the local communities.This resulted in immediate and observable results. We intend to continue with these programmes and projects in the field. Having established Rutu as a reputable stakeholder organisation it is now time to take the lead and fill a void by building a platform to advance mother tongue education worldwide. Positioning Rutu as a platform we will seek to build communities and capacity, develop educational materials and ensure provision of high quality teacher training, and undertake communications and advocacy for the mother tongue education domain. We believe that it is desirable and possible to reduce inequality globally.We believe a just education starts in your mother tongue. We believe that targeting a just education for all is a multi- generational effort that will help to transform discussions around the benefits of cultural, linguistic and ecological diversity.We believe mother tongue education is a requirement for a better world.
  15. 15. 15| A platform would strengthen the voice of everyone advocating mother tongue education, enable network effects, make it easier to raise funds, and ensure a more sustainable future for the domain. To get the mother tongue education domain off the ground we will clearly articulate the facts in a way that resonates with teachers, teacher unions, teacher training institutes, parents, children, academics and policy-makers. We would connect all the bottom up mother tongue initiatives globally, to help make a stronger case for mother tongue education, share experiences and best practices, as well as raise morale for what are often shoestring operations. Teacher training programs would be developed and rolled out with partner organisations on a larger scale than has been the case up to now. Wepropose totakeaby-the- community, for-the-community approach.
  16. 16. 16| Chapter Title Introduction Directory&Library Publications Events Bestpracticeguidelines Translationtoolkits Beyond2020 Community & Capacity Building
  17. 17. 17| Community and capacity building The mother tongue education domain sorely misses a ‘place’ for stakeholders to converge. Instead there are fragmented small-scale initiatives working in isolation. The Rutu Foundation will create an online resource center and a program of events to address the challenge of building community and capacity. Knowledge and resources will be shared, best practices will be articulated, and a toolkit will be created to enable the development of educational materials and teacher training programmes. Step-by-step significant investment will be made to create a state-of-the- art online resource and dynamic community within 5 years.
  18. 18. 18| Global organisations directory At the time of writing this plan, the Rutu Foundation team is busy collating and publishing a directory of organisations involved in mother tongue education and the related fields of multilingual and intercultural education. This initial version provides listings with links to websites. Future versions will be fully searchable resources with more detailed listings and classifications. The directory helps to communicate the scale of the domain worldwide and will help to track its evolution in the coming years. To visit the directory: http://www.rutufoundation.org/organisation-directory/
  19. 19. 19| Library At the time of writing this plan, the Rutu Foundation team is busy publishing a preliminary library of research demonstrating the impact of mother tongue education and the related fields of multilingual and intercultural education. The library helps to communicate the impact of the domain to date and will help to tracks its evolution in the coming years. Together the directory and library are invaluable resources for stakeholders, press and policy-makers. They are also helpful to Rutu as we begin to more systematically engage with the wider community listed in these resources. To visit the library: http://www.rutufoundation.org/library/
  20. 20. 20| The first state of mother tongue education report will include a global survey of the landscape. Starting in 2016 we will publish reports ranging from the practically useful to reports that seek to influence thought about educational best practices.Our signature publication will be an annual report on the state of mother tongue education. We will also publish collections of case studies and step-by-step how- to guides.The writing will be done by Rutu staff, in cooperation with partners. Reportswillbevaluableto teachers,teachersunions,teacher traininginstitutes, invested parentsandpolicy-makers. Publications State of Mother Tongue Education Case Studies How-to Guides
  21. 21. 21| online webinars and face-to-face events. In 2017 Rutu will organise and host our first large-scale online event. These annual events will reach out to large audiences of thousands of people across the globe to engage in the debate around a just education, a mother tongue education. Rutu will roll out a comprehensive annual program of face-to-face and online events to refine and build consensus around the Rutu strategy, share lessons from the field and academia, and agree best practices. Events will help build communities and engagement, growing the Rutu footprint. The events programme will begin in November 2015, and from start 2016 will alternate each month between Face-to-faceeventswillbring together policy-makers,teachers, academics,andattract press. Onlineeventswillfocuson reachingspecificaudiencegroups. Events Face-to-Face Online
  22. 22. 22| This ongoing programme will at a later stage also involve revisiting and improving existing guidelines. Best practice guidelines will be go-to resources for anyone wanting to get started with providing mother tongue education, useful during advocacy work and provide vital input for future software tools. Whilst there is a tremendous amount of knowledge about how to provide mother tongue education, there is a lack of easy to access and digest information. In 2016 we will begin developing best practice guides in open consultation with stakeholders worldwide.We will consult on which best practices need to be drafted, the order in which they should be drafted, as well as their content. Best practice guidelines will be go-to resources for anyone wanting to get started with providing mother tongue education. Best practice guidelines Draft best practice based on community input Public consultation via Rutu website Experts review feedback & draft final version Best practice guide published & freely available
  23. 23. 23| Translation toolkits and boost translator productivity. For videos, equivalent subtitling tools are available. We will select and make available for free or at a deep discount translation and subtitling tools to the mother tongue education communities globally.There are a number of benefits to Rutu making such tools available. • Easier access to those in need, increasing chances of translation • Ensuring best practices are communicated when materials and curricula are created. • Ensuring translated content is curated in a way that makes review and iteration, reuse for future project easy. More generally, using technology to record minor/endangered languages helps ensure their preservation and learning. There are innumerable computer- aided translation tools available on the market.These range from enterprise-class software to desktop applications. From open source to patented software.The cornerstone tools are translation management systems.These systems are business process management technology that help to automate the administration of translation and linguistic technology in order to maximise translation automation, consistency of quality Translation tools Subtitling tools
  24. 24. 24| Beyond 2020 it is likely that we will partner with organizations to share knowledge on training programmes, developing curricula, adapting educational materials as well as designing and monitoring governance mechanisms. This activity may also lead to certification programmes and a library of translated materials. There is a tremendous amount of work to be done in the next five years if we are to advance towards our vision of making mother tongue education a norm for children in every corner of the world. Having established the need we will need to ensure the quality of teacher training, curricula, materials and adequate governance of implementation. Weaimto increasethesizeand significanceofthemother tongue education domain withinfive yearswhilecultivating the circumstancesrequiredfora sustainablefuture formother tongue education. Beyond 2020
  25. 25. 25| Chapter Title Introduction Indigenouscommunities Migrantcommunities Crowdtranslation Programmes & Projects
  26. 26. 26| Teacher training, development of education materials and curricula Since 2011 we have taken a bottom up approach to advancing mother tongue education.This has meant developing bi/multilingual learning materials and training teachers.This approach leads to concrete, immediate and observable results. We began in 2011 with projects in Suriname.This work has since been picked up in Mexico and our reach continues to expand. All the educational materials are free to use and made available via an (beta) open source tool that aids translation and cultural adaptation. Together with Kontinónhstats Mohawk Language Custodians Association of Canada, in July 2012 we successfully lobbied for the first step towards the creation of a Global Fund for the Revitalization of Indigenous Languages and Cultures.
  27. 27. 27| Teacher training, development of education materials and curricula is our existing core competency. We are able to leverage a strong network of expert trainers and are guided in the leading-edge thinking by the Rutu InternationalAdvisory Board.This board is comprised of the leading academics and practitioners across three continents.An inspiring group of pioneers developing fresh and innovative techniques, expanding established pedagogic knowledge. In the coming years the Rutu Foundation, in partnership with local in-market stakeholders, will increase manifold its involvement the number, size and locations of projects on the ground that advance mother tongue education. Scope & obtain funding Refine Assess impact Deliver project Design for target audience Projectsrangeinsizebetween one-offfactfindingexercises to multi-yearprogrammes with lastingimpact onteacher capability andeducational outcomes. Rutu Project Flow
  28. 28. 28| In partnership with NGOs and indigenous organisations we will continue to focus on: • training of indigenous teachers and teaching assistants • development of bilingual mother tongue materials • setting up a Global Fund for the Revitalization of Indigenous Language and Culture to secure support for the educational priorities of indigenous peoples themselves • empowering indigenous youth through networks and training In the coming period we will continue or start the following projects: • Teacher training in intercultural & multilingual education , with the University of Utrecht andTeacher Training Institute of Suriname, funded partly by the Dutch government. • Cultural revival and primary education with the indigenous Negrito communities in the Philippines. • Right to education of indigenous peoples capacity building with the University of Querétaro, Mexico • Indigenous youth empowerment programmes , starting in 2016 Brazil, , India , Panama, the Philippines and Suriname, expanding to other countries thereafter. Indigenous communities
  29. 29. 29| Migrant communities • a report of a survey among 12 European countries on language education policies including 2 trilateral meetings with education policy makers in Amsterdam and Tallinn (Estonia). • Most recently, together with RISBO and 6 other Sirius partners, Rutu submitted a 3 year project proposal to the EU Erasmus+ programme, to translate and share multilingual education materials for migrant learners. In 2013, Rutu began working with RISBO/Erasmus University Rotterdam and the Sirius Policy Network on the Education of Migrant Children in Europe.This resulted in:  a Peer Review on Migrant Education in Norway  facilitating a MigrantTeachers Workshop in Brussels
  30. 30. 30| Crowd translation campaigns As early as community engagement allows, we will organise crowd translation campaigns. This means that, in coordination with local in-country partners, we will define the educational material to be translated, arrange for access and training for use of the most appropriate translation tools, recruit volunteer translators and, in a defined time window, ensure the target content is translated into the desired language(s). The first crowd translation campaign will be small-scale, allowing us to get to grips with the format and technology.We aim to increase the scale of each subsequent campaign, both in terms of the languages and materials translated. Select material with in-country partners Set up translation platform Volunteers translate and review materials Educational material available to children
  31. 31. 31| Chapter Title Nationalandlocallevel Regionaladvocacy Globaladvocacy Communications andAdvocacy Introduction Approach Essentialtoolkit AimsofAdvocacy
  32. 32. 32| Communication is in many ways the main challenge Despite persuasive evidence, little is known of the uniquely empowering benefits of mother tongue education. Whether we seek to build community, raise capacity, report project results, increase awareness of the facts about mother tongue education or lobby for policy-change our communication will be accurate, evocative and inspiring. In our view the lack of mother tongue education globally is the result of a communications failure which has meant an inability to influence policy.
  33. 33. 33| Successful communication will rely on a series of incremental improvements in: • Website experience and steady flow of publications • Active social media activity • Search engine optimization • Dedicated campaign activity No one initiative will be enough, but rather it is the combination and constant focus on improvement steps (content and tonality, campaign design and targeting, website, face-to-face) that will be key. Campaigns need to be planned well in advance and be sustained and refreshed throughout the year, with the flexibility to try new ideas and deploy a toolbox of campaigns and initiatives.What works well in one situation will not work well in another. Simple, clear, consistent and steadily evolving messaging across all media is vital to ensuring we effectively push the agenda for a just education: a mother tongue education. The website will be the backbone of all communication.We must continue to grow its capability, tracking success using analytics. Wewillleverageourgrowingand highly engagedcommunity of stakeholders ensuringwepunch above ourweight. Reaching the right people in the right way at the right time
  34. 34. 34| The communications toolkit • Case studies in the form of videos and blog stories These will be made available on the Rutu website and in print as needed. The communications tools will be essential for engaging our target audiences: teachers, teacher unions, teacher training institutes, parents, children, academics and policy- makers. Our communications toolkit will include: • A range of simple and clear introductory leaflets • Merchandising • The Rutu annual plan • Rutu reports and event reports • Best practice guidelines
  35. 35. 35| Straightforward and to the point Our lobbying aims are simple: • That mother tongue based education is recognised as best practice amongst policy makers at national, regional and global levels • Legal recognition and statutory funding for mother tongue education curricula and teacher training • Adequate governance implementation There is significant work to be done in order to achieve these goals.We must first create the resources, network and unified voice needed to make our case with potency. The remainder of this section outlines actions at national/local, regional and global levels.
  36. 36. 36| National level mother tongue education in their country The representative's role will evolve over the years and is likely to involve hosting local events, supporting the promotion of Rutu’s online events, local media relations and fundraising. Rutu representatives are likely to be subject matter experts in the areas of mother tongue and/ or inter-cultural education. In the upcoming eighteen months the recruitment process will be focused on identifying suitable representatives, rather than driven by hard quantitative targets. A toolkit will be developed to support representatives in fulfilling their goals. National Rutu representatives will be recruited on a voluntary basis.Their role will be to: • Connect with education departments, researchers, and mother tongue education projects nationally, informing each stakeholder group about Rutu’s function as an industry platform • Conduct high-level research on behalf of Rutu on the state of
  37. 37. 37| Rutu is already working at a regional level to lobby for change. In 2014-15, in Europe, Rutu participated in several events of the Sirius Policy Network for the Education of Children with a Migrant Background and has developed a four year collaborative programme with Sirius partners around the creation of bilingual learning materials. In spring 2015 we participated in a Roundtable on Multilingual Classrooms organized by the European Commission.There we provided input to an EC study on how to prepare teachers for the increasing numbers of immigrants who enter European classrooms with a multitude of languages and diverse cultural backgrounds. Rutu is part of two Inter-American regional networks: the Indigenous Educators Network whose objective is to build a space for, and by, indigenous educators exchanging experiences and strategies to strength indigenous education throughout the Americas. In 2012, we helped establish the Inter-American Network on the revitalization of indigenous languages and bilingual education together with the University of Querétaro in Mexico.This network consists of both teachers and academics working mainly in Mexico. As the opportunities arise Rutu will partner with local organizations to create online and face-to-face events focussed specifically on Latin- America. Rutu will establish formal ties to regional networks in Asia andAfrica in the coming year. Regional advocacy
  38. 38. 38| Global advocacy on the Right to Education of women and girls. Rutu will work with partners to include the right to mother tongue education for indigenous women and girls. • Organise side events on mother tongue education at UN meetings for indigenous peoples and minorities. • Build and/or deepen relationships with movements around Education for All , Sustainable DevelopmentGoals and the Global Education First Initiative to influence discussions on global education policies and inform members of our network about relevant outcomes. To begin influencing policy-making on a global stage Rutu will: • Write shadow (NGO) reports addressing human rights organs. Specifically, reports to the UN Committee on the Rights of the Child.The first opportunity is to contribute to the General Recommendation of the Committee on the Elimination of All Forms of Discrimination AgainstWomen, which focuses
  39. 39. 39| Funding & Budgets
  40. 40. 40| Staged investments We intend to work with a founding circle of organisations and individuals who will invest in community and capacity building and, the communications and advocacy action lines. These action lines require four- hundred thousand euros for 2016 and 2017. We will continue working with donor organisations for the programmes and projects action line.We are investigating cooperating with corporate social responsibility departments in order to extend and deepen the work in this action line. A small one-off fact-finding project costs 25,000 euros.These are needs assessments, including field research and reports with detailed recommendations on courses of action. A medium size project costs 56,000 euros per year.These projects last between 18-36 months and include developing and delivering teacher training programmes or adapting curricula and developing materials. A large programme, lasting 36 months or longer, costs at least 75,000 euros per year and includes developing and delivering teacher training programmes and adapted curricula and translated materials.
  41. 41. 41| Management SupervisoryBoard InternationalAdvisors Team
  42. 42. 42| Ellen-Rose Kambel executive director Ellen-Rose is co-founder of the Rutu Foundation. She has over 15 years of experience as a trainer and consultant working for indigenous peoples and international organizations, including the Inter- American Development Bank, UNICEF, the International Labour Organisation (ILO) and the Rainforest Foundation-US. She is a lawyer and obtained a PhD on the rights of indigenous peoples. Sietske de Haan, business manager Sietske was previously managing director of a youth theater company in Amsterdam. She brings extensive experiences in operations management. Astrid van den Berg, communications Astrid van den Berg was previously creative director for BBK/DoorVriendschapSterker, an agency specialized in communication for social organizations. Rahzeb Choudhury, advisor Rahzeb is advising Rutu on its strategy, organisational development, communications and funding on a long-term basis. He has previously held leadership positions at two organisations with similar goals to Rutu.Combining these experiences he has successfully overseen the rollout of every activity outlined in this plan. Management
  43. 43. 43| Supervisory Board SalimVally Salim is the director of theCentre for Education Rights and Transformation and an Associate Professor at the Faculty of Education, University of Johannesburg. He is also the coordinator of the Education Rights Project. He has been a visiting lecturer at the Universities of Virginia,Columbia andYork. He is a visiting professor at the Nelson Mandela Metropolitan University. Tswi Rodrigues Pereira Tswi Rodrigues Pereira is a founding partner at PereiraTaxConsultants in The Hague, the Netherlands. PaulWolvekamp Paul is deputy-director of Both ENDS. He is vice chair of the NFTP Exchange Programme, chair of the Forest Peoples Programme en coordinator of the Dispute Settlement Facility working group of the RoundTable on Sustainable Palm Oil. He is also member of the Supervisory Board of IUCN NetherlandsCommittee and a member of the Commissie Duurzaamheidsvraagstukken Biomassa (‘Commissie Corbey’).
  44. 44. 44| Jenne de Beer, Philippines Jenne is the founder and former executive director of the Non- Timber Forest Product Exchange Programme for South and South East Asia; a collaborative network of community based organizations and NGOs with the goal to strengthen the capacity of forest communities to sustainably manage and use forest resources. Carol Benson, USA Carol is an international consultant on language issues in education currently teaching atTeachers College Columbia University,USA after many years at Stockholm University in Sweden. She has guided the development curriculum by national professionals, trained teachers and researchers in mother tongue-based multilingual education and provided technical assistance to educational reform programs That emphasize learner-centered pedagogy and democratic participation. Her work experience spans the globe and she has published extensively. Carol Anne M. Spreen, USA CarolAnne is Professor of Education at the Curry School of Education, University ofVirginia. Her research centers on political and socio-cultural studies of educational change, particularly the influences of globalization on teaching and learning. Internationally, she has worked with many educational development and planning organizations, and assisted numerous schools, districts and educational Ministries with various reform innovations. InternationalAdvisors
  45. 45. 45| Deena Hurwitz, USA Deena is Professor of Law, International Human Rights Law Clinic at theWashington College of Law, American University, USA. She and her students have prepared training modules on the rights of indigenous peoples to education. Martha Many Grey Horses, Canada Martha is member of the Kainai First Nation, Blackfoot Confederacy, Alberta (Canada) and a fluent speaker of the Blackfoot language. Her doctoral thesis focused on the reading performance of American Indian children in secondary public schools in the USA. Martha is currently Director of the First Nations Métis and Inuit Centre, University of Lethbridge,Canada. Sabine Severiens, the Netherlands Sabine is Professor of Education at the Erasmus University Rotterdam and at the University of Amsterdam, with a special focus on diversity. She has devoted most of her research to diversity and inequality in education. She was managing director of the Risbo Institute in Rotterdam, an independent research institute at the Erasmus University Rotterdam. Emmanuelle Le Pichon-Vorstman, the Netherlands Emmanuelle is assistant professor at the department of Modern languages at UtrechtUniversity. She has been involved in the European Comenius projectTransitions and multilingualism.The goal of this project was to provide preschool and primary school teachers with skills that would allow them to better support children with different ethnic backgrounds and mother tongues. She is the author of several scientific papers on plurilingualism and at present divides her time between linguistic research and teaching.
  46. 46. Contact Ifyouwouldliketoknowmoreorcontribute insomeway,pleasegetintouch: ellen-rose@rutufoundation.org. The Rutu Foundation is registered in the Netherlands (KvK no. 52345084) as a non-profit organization with charity status (ANBI). R.J.H. Fortuynstraat 185 1019 WK Amsterdam The Netherlands Tel: +31 20 7892562 www.rutufoundation.org Follow us on Facebook Twitter: @RutuFoundation

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